Visual attention span and intervention effect of acttion video game in children with developmental dyslexia

LIU Fangfang; ZUO Pengxiang; TANG Shuting; GAO Xiaoyan; HE Hongyao

doi:10.16835/j.cnki.1000-9817.2021.11.015

Volume 42 Issue 11

Nov. 2021

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LIU Fangfang, ZUO Pengxiang, TANG Shuting, GAO Xiaoyan, HE Hongyao. Visual attention span and intervention effect of acttion video game in children with developmental dyslexia[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(11): 1665-1669. doi: 10.16835/j.cnki.1000-9817.2021.11.015

Citation:

LIU Fangfang, ZUO Pengxiang, TANG Shuting, GAO Xiaoyan, HE Hongyao. Visual attention span and intervention effect of acttion video game in children with developmental dyslexia[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(11): 1665-1669. doi: 10.16835/j.cnki.1000-9817.2021.11.015

Citation:

LIU Fangfang, ZUO Pengxiang, TANG Shuting, GAO Xiaoyan, HE Hongyao. Visual attention span and intervention effect of acttion video game in children with developmental dyslexia[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(11): 1665-1669. doi: 10.16835/j.cnki.1000-9817.2021.11.015

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Visual attention span and intervention effect of acttion video game in children with developmental dyslexia

doi: 10.16835/j.cnki.1000-9817.2021.11.015

Department of Nursing, Medical College of Shihezi University, Shihezi (832002), Xinjiang Uygur Autonomous Region, China

Received Date: 2021-02-07
Rev Recd Date: 2021-05-21

Available Online: 2021-12-01

Publish Date: 2021-11-25

Abstract

Abstract

Objective To characterize visual attention span in children with developmental dyslexia in Xinjiang and to explore the effects of action video game training on visual attention span, and to provide a reference for improving the visual attention span of children with dyslexia. Methods Students from grade 3 to 5 in primary schools of Xinjiang were selected by using random clustering sampling method from July to November 2020, a total of 120 developmental dyslexia group (Group-DD), chronological age matched group (Group-CA) and reading level matched group (Group-RL) were selected and compared with visual attention spans, action video games were used to conduct intervention training for DD children, variance analysis was used to study the variation of visual attention span. Results The accuracy and discrimination index of Group-DD (0.68±0.10, 1.21±0.87) were lower than those of Group-CA (0.77±0.99, 1.80±0.83) and Group-RL (0.71±0.11, 1.50±0.75) (F=21.26, 15.19, P < 0.05);there was no significant difference in reaction time among the three groups(P>0.05). There were statistically significant differences in the accuracy of visual attention span (0.63±0.12, 0.71±0.11, 0.70±0.10), response time (760.51±185.83, 782.74±149.20, 857.27±155.44), and discrimination (0.84±0.81, 1.51±0.19, 1.29±0.10) among children of different grades (F=6.37, 3.81, 3.16, P < 0.05). After 12 hours of action video game training, the accuracy and discrimination of Group-DD intervention group (0.74±0.10, 1.53±0.88) were higher than those of Group-DD control group (0.68±0.14, 1.06±0.97)(P < 0.05), and there was no significant difference between Group-DD intervention group and Group-RL (0.76±0.12, 1.73±0.71) (P>0.05), but there was statistical difference between Group-DD intervention group and Group-CA (0.81±0.94, 2.17±0.79) (P < 0.05). Conclusion Children with dyslexia have deficits in visual attention span, with grade difference. Action video game intervention can improve visual attention span ability of developmental dyslexia children to some extent.
- Dyslexia,
- Intervention studies,
- Minority groups,
- Child

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References(40)

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